THE  UNIVERSITY 
OF  ILLINOIS 


LIBRARY 

370 

K6e 

v.ie-24 


education 


no.20 


UNIVERSITY   OF   ILLINOIS   BULLETIN 

Issued  Weekly 
Vol.  XX  July  16,  1923  No.  46 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Accepted  for  mailing  at  the  special  rate  of  postage  provided  for  in 
Section   1103,  Act  of  October  3,   1917,  authorized  July  31,   1918.] 


EDUCATIONAL  RESEARCH  CIRCULAR  NO.  20 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


PLACE  OF  MOVING  PICTURES  IN 
VISUAL  EDUCATION 

By 

Frederick  Dean  McClusky 

Instructor,  College  of  Education 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 
URBANA 


ho.  ZO 


Place  of  Moving  Pictures  in  Visual  Education 

Visual  education  not  new.  The  recent  emphasis  upon  visual 
education  has  created  the  impression  in  the  minds  of  many  persons 
that  the  movement  is  very  new.  This  is  not  true.  Slides  and  stereo- 
graphs have  been  used  in  schools  for  over  two  decades  and  such  visual 
aids  as  charts,  models,  diagrams,  pictures  and  museum  exhibits  for 
a  much  longer  period.  Dudley  Grant  Hays  of  Chicago,  A.  W. 
Abrams  of  Albany,  New  York,  C.  R.  Toothaker  of  Philadelphia,  W. 
M.  Gregory  of  Cleveland  and  others  have  been  at  the  head  of  city 
or  state  distribution  centers  of  visual  education  for  many  years. 

The  rapid  development  of  the  art  of  photography  and  the  per- 
fection of  the  moving  picture  have  opened  up  new  opportunities  and 
greatly  added  to  the  enthusiasm  for  visual  education.  The  moving 
picture  was  used  with  success  in  training  mechanics  in  army  canton- 
ments during  the  World  War.  The  wide-spread  interest  at  the  pres- 
ent time,  in  "education-through-the-eye"  is  largely  due  to  the  fact 
that  the  moving  picture  has  been  introduced  as  a  means  of  education 
in  the  schoolroom,  and  has,  moreover,  during  the  past  five  years 
become  so  prominent  in  the  field  of  visual  education  that  the  average 
person  today  thinks  of  the  "movie"  and  "visual  education"  synony- 
mously. This  state  of  mind  is  unfortunate  because  all  of  the  evils 
and  limitations  of  the  moving  picture  as  a  means  of  instruction  are 
associated  with  all  types  of  visual  education. 

Evidence  of  recent  emphasis  upon  the  moving  picture  as  a 
means  of  visual  education.  Immediately  following  the  World  War 
a  number  of  commercial  enterprises  were  launched  in  Chicago  and 
in  New  York  for  the  purpose  of  producing  and  distributing  non- 
theatrical  moving  pictures  for  educational  purposes.  Men  who  thought 
they  saw  in  the  army  use  of  films  for  instructional  purposes  an  ink- 
ling of  the  future  possibilities  of  educational  films  plunged  ahead  and 
invested  their  money  as  evidence  of  their  faith.  Some  of  these  men 
at  least  appear  to  have  had  no  very  clear  understanding  of  the  edu- 
cative processes  and  the  function  of  visual  materials.  One  might  say 
that  they  were  on  their  way  not  knowing  their  destination.  A  few 
are  still  on  their  way,  but  some  have  reached  the  end  of  their  jour- 
ney abruptly. 

[3] 


Additional  evidence  of  the  emphasis  given  to  the  moving  picture 
as  a  means  of  education  is  found  in  the  magazines  established  in  the 
field  of  visual  education.  A  number  of  these  publications  indicate  by 
their  titles  that  they  were  established  to  promote  the  use  of  moving 
pictures  for  educational  purposes,  and  all  have  given  prominence  to 
this  phase  of  visual  education.  The  first  issue  of  the  Reel  and  Slide, 
"a  monthly  magazine  to  make  the  screen  a  greater  power  in  educa- 
tion and  business,"  appeared  early  in  1918.  This  title  was  changed 
in  1919  to  the  Moving  Picture  Age.  In  January  1920,  the  first 
number  of  Visual  Education  appeared.  This  is  the  official  publica- 
tion of  the  Society  for  Visual  Education,  Incorporated.  By  April, 
1921,  there  were  four  publications  serving  the  field  of  instruction, 
namely,  Moving  Picture  Age,  Educational  Film  Magazine,  Visual 
Education  and  The  Screen.  Early  in  the  year  1922  the  fifth  maga- 
zine was  launched  bearing  the  title  of  the  Educational  Screen.  This 
marked  the  high  point  in  expansion  and  was  quickly  followed  by  the 
discontinuance  of  certain  magazines  and  the  combination  of  others. 
Both  The  Screen  and  the  Educational  Film  Magazine  ceased  publica- 
tion in  the  spring  of  1922.  In  December,  the  Moving  Picture  Age 
and  The  Educational  Screen  merged,  the  new  magazine  bearing  the 
title  of  the  latter.  At  the  beginning  of  the  present  year,  1923,  there 
are  two  magazines,  Visual  Education  and  The  Educational  Screen, 
whereas  a  year  ago  there  were  five  such  publications. 

The  commercial  interest  in  visual  education.  As  indicated 
above,  the  men  who  produce  educational  films  are  deeply  interested 
in  visual  education.  These  commercial  men  are  interested  also  in 
making  a  return  on  their  investment  and  we  find  considerable  evi- 
dence that  commercial  interests,  without  intelligent  consideration 
of  the  fundamental  educational  questions  involved,  have  carried  on 
a  campaign  of  propaganda  in  order  to  influence  educational  policies 
and  practise. 

National  organizations  devoted  to  visual  instruction.  In  the 
field  of  visual  education  there  are  two  organizations,  the  National 
Academy  of  Visual  Instruction  and  the  Visual  Instruction  Association 
of  America.  The  former  organization  is  four  years  old.  Its  member- 
ship is  limited  to  teachers  and  other  educators  and  it  is  functioning 
on  a  national  basis.  It  is  now  petitioning  to  become  a  Department 
of  the  National  Educational  Association.  The  Visual  Instruction 
Association  of  America  is  literally  the  offspring  of  the  Visual  Instruc- 

[4] 


tion  Association  of  New  York  City,  and  as  yet  is  more  or  less  a  local 
organization.  Its  membership  includes  both  educators  and  commer- 
cial men  on  the  basis  of  equal  privileges.  The  question  naturally 
arises  why  there  should  be  a  second  national  organization  in  a  field 
so  new  as  that  of  visual  education.  An  editorial  in  the  final  issue  of 
the  Moving  Picture  Age  comments  upon  the  situation  as  follows : 

Feeling  among  experienced  visual  educators  who  have  no  bias  in  the  matter  is 
that  the  Visual  Instruction  Association  of  America  is  a  fifth  wheel.  At  the  time  of 
its  formation,  at  Chicago  during  the  meeting  of  the  N.  E.  A.  Department  of  Super- 
intendence (1922),  Dudley  Grant  Hays  and  the  writer  protested  the  step  on  the 
grounds  of  duplicated  effort.  The  answer  given  was  that  the  new  group  would 
specialize  in  work  that  the  Academy  had  neglected — visual  instruction  in  the  elemen- 
tary branches  of  education.  Ostensibly  this  answer  was  sufficient,  for  the  Academy 
could  have  done  more  with  public-school  work  than  it  had  up  until  that  time.  As 
a  matter  of  fact  this  reason  was  not  enough  to  justify  a  new  organization.  Another 
argument  presented  was  that  the  commercial  interests  had  no  representation  in  the 
Academy,  and  would  be  given  a  better  opportunity  in  the  new  group.  The  upshot 
is  that  the  Visual  Instruction  Association  of  America  is  composed  of  both  educa- 
tors and  commercial  men,  on  a  basis  of  equal  membership  privileges  for  all.  Obvi- 
ously such  an  off-balance  grouping  will  never  be  accorded  recognition  or  authenticity 
in  educational  circles.1 

Propaganda  for  visual  education.  The  virtues  which  have 
been  claimed  for  the  moving  picture  have  been  brought  to  the  atten- 
tion of  the  public  through  newspapers  as  well  as  through  publica- 
tions explicitly  devoted  to  this  field.  Some  of  the  statements  appear- 
ing are  based  upon  the  opinions  of  persons  prominent  in  some  field 
other  than  education  and  also  upon  investigations  regarded  probably 
as  scientific  by  an  undiscriminating  public.  The  following  statement 
published  in  the  Chicago  Tribune  for  October  3,  1920  is  typical  of  a 
number  of  newspaper  accounts: 

Test  shows  "movies"  surpass  textbooks. 

Members  of  the  faculty  of  the  University  of  Chicago  interested  in  the  teaching 
of  children  by  "movies"  instead  of  textbooks  yesterday  told  of  a  test  made  in 
Detroit's  public  schools. 

The  Detroit  children,  under  the  examination  of  Professor  J.  H.  Wilson  of  Co- 
lumbia University,  were  given  ninety  minutes  of  film  instruction.  On  examination, 
the  average  mark  was  88.  Using  the  same  subject  and  instructing  the  children 
from  textbooks  for  eighty2  minutes,  the  average  examination   mark  was  78,   thus 


Editorial,  Moving  Picture  Age,  5:5,  December,  1922. 

2Other  accounts  of  the  same  experiment  show  this  figure  to  be  "three  hundred 
and  sixty"  instead  of  eighty. 

[5] 


demonstrating,  according  to  Professor  Wilson,  that  the  first  class  of  students  learned 
10  percent  more  in  one-third  of  the  time  needed  for  book  instructing. 

The  Society  for  Visual  Instruction,  with  a  branch  at  the  Chicago  University, 
will  conduct  other  tests  in  the  near  future. 

It  is  only  natural  for  a  newspaper  to  emphasize  the  story  value 
of  the  articles  which  it  prints,  and  for  this  reason  one  would  not  be 
greatly  surprised  to  find  that  such  an  account  involved  some  exag- 
geration of  the  facts.  However,  Visual  Education,  the  official  publi- 
cation of  the  Society  for  Visual  Education,  Incorporated,  garnished 
the  editorial  in  its  first  number  bv  the  following  epigram  by  Turgenev, 
"This  picture  tells  me  in  an  instant  what  would  be  spread  over  ten 
printed  pages."  In  a  later  number  of  the  same  magazine  we  find  the 
account  of  an  experiment  conducted  by  a  member  of  the  Society  in 
the  public  schools  of  Evanston  which  resembles  in  spirit  the  news- 
paper account  quoted  above.  The  experiment  involved  the  showing 
of  a  film  picturing  the  life  history  of  the  Monarch  Butterfly.  Fol- 
lowing the  film  there  was  a  brief  general  discussion  and  then  the 
pupils  were  asked  to  write  "frankly  and  freely  their  opinion  of  the 
film  and  the  motion  picture  way  of  teaching  nature  study."  Eariy  in 
September  the  pupils  had  studied  the  Black  Swallowtail  Butterflv 
and  its  larva,  using  the  textbook,  mounted  butterflies,  and  actual 
specimens  of  larva  and  chrysalis.  The  following  are  two  of  the  con- 
clusions which  were  drawn  from  this  so-called  experiment: 

The  majority  testified  that  they  had  a  better  understanding  of  the  Monarch, 
after  this  fifteen-minute  showing  of  the  film,  than  of  the  Black  Swallowtail  after 
two  weeks  of  specimen  and  textbook  study     .... 

And  since  we  base  our  judgments  even  more  upon  our  own  experience  than 
upon  what  we  learn  through  books  of  the  experience  of  others  does  it  not  follow 
that  any  educational  method  which  requires  the  child  to  make  his  own  observations, 
comparisons  and  deductions  direct  from  the  object  studied,  must  inevitably  accom- 
plish far  more  for  his  mental  development  than  a  method  which  makes  it  necessary 
for  him  to  gather  from  a  textbook,  ready-made,  not  only  the  materials  on  which 
his  judgments  must  be  based,  but  the  very  judgments  themselves?1 

In  the  issue  of  Visual  Education  for  May  1921  there  appears 
an  article  in  which  the  author  tries  to  answer  introspectively  the 
question,  "What  is  the  psychological  effect  of  reading  a  book  after 
having  seen  the  film  version?"  His  answer  is  typified  by  the  follow- 
ing quotations: 


aBelfield,  L.  and  Bausch,  E.  H.    "An  experiment   in   nature-study-teaching  by 
moving  pictures,"  Visual  Education,  2:16,  January,  1921. 

[6] 


The  titles  ....  when  accompanied  by  the  appropriate  facial  expression  and 
screen  action,  revealed  the  real  personality  as  much  as  several  pages  of  reading 
matter. 

Here  the  twitch  of  a  mouth,  the  elevation  of  an  eyebrow,  the  tension  of  a 
muscle  tell  more  than  a  page  of  print .... 

But  of  scarcely  less  value  than  these  expression  registers  were  the  scenic  and 
artistic  effects  impossible  to  the  stage:  in  thirty  seconds  an  impression  was  pro- 
duced rivaling  that  of  many  paragraphs  of  the  book.1 

In  the  Chicago  Daily  News  for  October,  1921,  an  article  was 
headed  by  the  captions,  "Teach  it  by  movies  educators  now  cry." 
"This  suggestion  by  H.  G.  Wells  is  finally  meeting  approval."  In  the 
Moving  Picture  Age  we  find  an  article  entitled,  "Preparation  for 
college  via  motion  pictures."2 

In  McClure's  magazine  for  November,  1922,  there  appears  a 
signed  statement  by  Thomas  A.  Edison  in  which  the  following  sen- 
tence occurs:  "I  believe  that  the  motion  picture  is  destined  to  revo- 
lutionize our  educational  system,  and  that  in  a  few  years  it  will 
supplant  largely,  if  not  entirely,  the  use  of  textbooks  in  our  schools." 

Caution  urged  by  certain  educators.  While  this  propaganda 
has  been  appearing  in  newspapers  and  magazines  devoted  to  visual 
education,  a  few  educators  have  urged  caution  in  passing  judgment 
upon  visual  aids  in  education,  particularly  the  motion  picture,  until 
reliable  data  concerning  the  educative  value  of  these  materials  has 
been  secured.  In  an  article  bearing  the  title  "Research  versus  prop- 
aganda in  visual  education."3  Professor  Freeman  of  the  University 
of  Chicago  has  called  our  attention  to  the  fact  that  an  educational 
movement  usually  passes  through  three  stages:  (1)  the  stage  char- 
acterized by  indiscriminating  propaganda,  (2)  reaction  and  decline, 
(3)  "the  return  of  the  pendulum  toward  the  state  of  equilibrium." 
It  is  very  clear  that  visual  education  has  been  and  is  still  in  the  throes 
of  the  first  of  these  stages,  and  it  is  highly  desirable  that  we  avoid 
or  minimize  the  period  of  reaction  and  decline.  Another  educator 
has  attempted  to  furnish  an  antidote  to  the  indiscriminating  propa- 
ganda by  calling  attention  to  some  of  the  fallacies  involved.  In 
an   editorial   in  the   Elementary   School   Journal   for   March,    1921, 


Mollis,  A.  P.   'The  screen  and  the  book,"  Visual  Education,  2:22-23,  May,  1921. 

2Koch,  F.  J.  "Preparation  for  college  via  motion  pictures,"  Moving  Picture 
Age,  4:13,  20-22,  August,  1921. 

Treeman,  F.  N.  "Research  versus  propaganda  in  visual  education,"  The  Journal 
of  Educational  Psychology,  13:257-258,  May,  1922. 

[7] 


C.  H.  Judd  makes  the  following  comment  upon  the  experiment  de- 
scribed on  page  6. 

The  country  has  been  flooded  of  late  with  propaganda  material  for  visual  edu- 
cation. Much  of  this  material  has  been  of  the  cheapest  and  most  sensational  type. 
Some  of  it  has  confined  itself  to  the  statement  of  the  true  merits  of  the  visual  method 
of  instruction  and  will  do  more  for  the  promotion  of  visual  education  of  the  right 
kind  than  will  the  cheap  variety    .... 

The  most  egregious  fallacy  of  the  visual  educators  is  that  which  they  make 
when  they  try  to  vend  their  wares  as  complete  substitutes  for  textbooks.  An  ex- 
ample of  this  sort  of  thing  was  perpetrated  in  a  circular  which  came  to  the  editor 
some  days  ago.  With  various  personal  data  deleted,  the  circular  sets  forth  its  claims 
in  the  following  terms:  "Whether  the  screen  or  the  textbook  is  more  desirable  and 
effective  in  nature-study  teaching  has  just  been  put  to  the  children  in  two  public 
schools.  One  hundred  and  seventy  out  of  the  one  hundred  and  eighty  voted  in  favor 
of  the  screen  as  a  choice  of  methods." 

As  an  educational  experiment  by  a  science  teacher  this  seems  to  be,  to  say  the 
least,  a  bit  biased.  The  Monarch  butterfly  seems  to  have  had  a  background  of  the 
Black  Swallowtail,  but  no  credit  is  allowed  the  humble  black  moth  for  all  the  prepa- 
ration which  he  supplied  for  his  more  brilliant  successor. 

After  all,  are  the  visual  educators  of  the  Simon-pure  type  going  to  gain  their 
point  by  putting  out  this  sort  of  stuff?  Visual  education  is  too  good  a  possibility 
to  fall  into  this  kind  of  quackery.  The  textbook  is  too  good  an  instrument  of  scien- 
tific teaching  to  be  elbowed  around  in  this  way. 

Impartial  experimentation  necessary.  One  means  of  avoiding 
the  wasteful  period  of  decline  and  disuse  which  has  usually  followed 
the  period  of  indiscriminating  propaganda  is  by  hastening  impartial 
and  scientific  experimentation  for  the  purpose  of  determining  the 
relative  merits  of  visual  aids  of  instruction.  The  so-called  experiments 
already  referred  to  are  worthless  because  of  the  unscientific  manner 
in  which  they  were  conducted.  Furthermore,  the  investigator  was 
not  a  disinterested  party.  In  order  for  research  in  visual  education 
to  be  effective  it  must  be  carried  on  in  such  a  way  that  there  will  be 
no  suspicion  of  the  results  having  been  influenced  by  commercial 
interests.  This  need  for  unbiased  research  exists  in  other  fields  but 
it  is  particularly  accentuated  in  visual  education  because  of  the  very 
direct  interest  which  producers  of  visual  materials  have  in  the  results. 

Scientific  experimentation  applied.  A  small  amount  of  re- 
search has  already  been  carried  on.  Up  to  January,  1922,  three 
notable  investigations  had  been  completed  and  the  fourth  was  well 
under  way.  The  first  of  these  experiments  was  conducted  by  J.  V. 
Lacy  and  reported  in  Teachers  College  Record  for  November,  1919, 
pages  462-65.    Mr.  Lacy  compared  three   methods   of  instruction: 

[8] 


(1)  the  motion  picture  film,  (2)  reading  the  printed  page,  (3)  oral 
instruction.  He  did  not  carry  his  investigation  far  enough  to  justify 
a  final  conclusion  but  his  results  indicated  that  oral  instruction  was 
slightly  better  than  the  reading  method  which  in  turn  was  slightly 
better  than  the  motion  picture  method.  The  second  experiment  was 
conducted  by  J.  J.  Weber  who  compared  the  effectiveness  of  four 
methods  of  instruction:  (1)  the  printed  page  (2)  the  teacher  (3) 
the  silent  film  and  (4)  film  accompanied  by  remarks.  Mr.  Weber's 
investigation  was  more  elaborate  than  that  carried  out  by  Lacy  and 
involved  nearly  twelve  hundred  seventh-grade  pupils  in  New  York 
on  the  lower  east  side.  He  summarized  his  conclusions  in  the  follow- 
ing words:  "While  we  can  not  say  yet  what  is  the  exact  influence  of 
moving  pictures  we  have  strong  evidence  that  it  is  greater  than  either 
the  printed  page  or  the  teacher  upon  the  behavior  of  our  boys  and 
girls."1 

The  third  investigation  was  conducted  by  Dr.  Ray  Davis  of  New 
York  University  and  was  completed  before  Weber's  thesis  appeared. 
Dr.  Davis  made  a  study  of  the  psychology  of  perception  of  motion 
pictures  and  for  that  reason  his  results  do  not  have  a  direct  bearing 
upon  the  effectiveness  of  the  different  methods  of  instruction. 

During  the  spring  of  1921  the  writer  began  some  experiments 
in  visual  instruction.  By  March,  1922,  fourteen  experiments  in  the 
schools  of  Evanston,  the  elementary  school  of  the  University  of 
Chicago,  and  the  public  schools  of  Urbana,  Illinois,  were  completed. 
The  information  obtained  shows  that  in  no  instance  do  we  find  evi- 
dence which  would  warrant  the  enthusiastic  claims  for  the  superiority 
of  the  motion  picture  over  other  methods  of  presentation,  and  that 
a  good  deal  of  careful  experimentation  will  have  to  be  completed 
before  we  are  able  to  tell  just  what  the  effectiveness  of  this  new  device 
in  teaching  will  be.  Certain  of  these  experiments  were  used  as  a  basis 
for  a  request  in  January,  1922,  for  an  appropriation  from  the  Com- 
monwealth Fund,  New  York  City,  for  the  continuation  of  research 
of  the  same  sort.  This  request  for  an  appropriation  was  granted  and 
the  $10,000  was  turned  over  to  Professor  F.  N.  Freeman  who,  with 
the  assistance  of  the  writer,  carried  on  further  experiments  in  the 
public  schools  of  Cleveland,  Detroit,  Oak  Park,  Chicago,  and  Evans- 
ton. 


Weber,  J.  J.   "Influence  of  moving  pictures  upon  choice  and  conduct,"  Moving 
Picture  Age,  5:14-15,  July,  1922. 


[9] 


Influence  of  scientific  experimentation  upon  commercial 
interests.  There  is  evidence  that  these  scientific  investigations  are 
already  influencing  the  attitude  of  those  who  are  commercially  in- 
terested in  visual  education.  Shortly  after  the  first  three  investigations 
mentioned  above  were  published  the  following  statement  appeared  in 
an  editorial  in  Visual  Education,  written  by  Professor  W.  C.  Bagley: 

On  the  other  hand,  it  is  true  that  many  extravagant  claims  have  been  made  for 
visual  instruction  which  have  not  been  substantiated  by  careful  experimentation, 
and  many  of  which  probably  could  never  be  substantiated.  The  policy  of  the  Society 
for  Visual  Education  has  been  decidedly  against  such  claims,  and  especially  against 
the  quite  unwarranted  supposition  that  pictures  and  projectors  are  to  displace — or, 
indeed,  do  anything  more  than  supplement — textbooks  and  teachers.  One  of  the  first 
steps  taken  by  the  Society  was  the  appointment  of  a  Committee  on  Research  and 
Experiment  under  the  chairmanship  of  Dean  W.  F.  Russell  of  the  University  of  Iowa.1 

It  is  gratifying  to  find  from  this  and  other  evidence  that  those 
producing  non-theatrical  motion  pictures  and  slides  and  stereographs 
now  realize  that  the  only  way  to  put  visual  education  on  a  sound 
basis  is  to  approach  the  questions  involved  in  an  unbiased  and  scien- 
tific manner.  Most  of  the  commercial  concerns  may  now  be  said  to 
recognize  the  value  of  scientific  experimental  work  in  visual  educa- 
tion and  it  is  hoped  that  such  research  can  be  carried  forward  so  that 
one  movement  at  least  in  education  will  be  saved  the  wasted  energy 
of  rapid  decline  which  usually  follows  blind  enthusiasm. 

Difficulty  in  securing  films  for  school  use.  There  is  one  ad- 
ditional matter  which  deserves  comment.  The  distributors  in  charge 
of  films  which  could  be  circulated  for  schoolroom  use  have  taken  the 
stand  that  only  those  films  which  have  no  story  running  through 
them  and  which  are  to  be  shown  only  in  connection  with  an  actual 
lesson  will  be  rented  to  school  men  for  school  purposes.  This  action 
has  been  in  evidence  in  Kansas  City,  Cincinnati,  San  Francisco,  and 
other  points  in  the  country,  and  tends  to  prohibit  the  use  of  many 
films  which  school  men  would  be  glad  to  obtain.  For  example,  Super- 
intendent Miller  of  Galesburg,  Illinois,  reports  that  a  distributor 
has  allowed  him  to  give  shows  to  pay  for  the  projection  equipment 
but  has  refused  to  let  him  show  any  more  films  with  that  equipment 
when  paid  for  unless  the  films  are  shown  in  the  classroom  and  in 
such  a  form  that  no  story  runs  through  them. 


*Bagley,  W.  C.    "Research  in  visual  education,"  Visual  Education,  3:324,  Sep- 
tember, 1922. 

[10] 


Visual  Education  Association  of  Illinois.  Recently  there  has 
been  organized  the  Visual  Education  Association  of  Illinois.  The 
members  of  this  organization  are  teachers  and  instructors  interested 
in  the  problem  of  visual  education.  This  organization  will  devote  its 
time  and  energy  to  the  solution  of  problems  in  the  field  of  visual  ed- 
ucation, and  should  serve  as  a  clearing  house  for  information  con- 
cerning this  new  movement  and  facilitate  the  distribution  of  visual 
aids  throughout  the  state. 

Need  for  further  research.  As  we  have  already  indicated  there 
is  need  for  further  scientific  research.  It  is  to  be  hoped  that  in  the 
near  future  we  will  be  able  to  establish  with  a  large  degree  of  cer- 
tainty the  educational  value  of  the  stereograph,  the  slide,  the  moving 
picture,  and  other  forms  of  visual  instruction.  There  are  indications 
that  funds  for  such  a  program  of  research  will  be  forthcoming. 


[HI 


CIRCULARS  OF  THE  BUREAU  OF  EDUCATIONAL  RE- 
SEARCH, COLLEGE  OF  EDUCATION,  UNIVERSITY 
OF  ILLINOIS,  URBANA,  ILLINOIS 


No.  12.    Monroe,  Walter  S.   Announcements  of  the  Bureau  of  Edu- 
cational Research  for  1922-23. 

No.  13.    Monroe,  Walter  S.   Definitions  of  the  Terminology  of  Edu- 
cational Measurements. 

No.  14.    Streitz,  Ruth.   Gifted  Children  and  Provisions  for  Them  in 
Our  Schools. 

No.  15.    Monroe,  Walter  S.    Educational  Tests  for  Use  in  Elemen- 
tary Schools. 

No.  16.    Odell,  Charles  W.   The  Effect  of  Attendance  Upon  School 
Achievement. 

No.  17.    Mohlman,  Dora  Keen.   The  Elementary  School  Principal- 
ship. 

No.  18.    Monroe,   Walter   S.    Educational   Tests    for   Use   in   High 
Schools. 

No.  19.    Streitz,  Ruth.    Provisions  for  Exceptional  Children  in  191 
Illinois  Cities. 

No.  20.    McClusky,  Frederick  Dean.    Place  of  Moving  Pictures  in 
Visual  Education. 

A  limited  number  of  copies  of  these  educational  circulars  are 
available  for  free  distribution  to  superintendents  and  teachers  in  Ill- 
inois. We  shall  be  glad  to  add  to  our  mailing  list  for  these  circulars 
the  names  of  any  teachers  or  superintendents  who  care  to  receive 
them  regularly.  We  shall  be  glad  also  to  send  additional  copies  of  any 
circular  to  superintendents  or  principals  for  distribution  among  their 
teachers.  Address  all  communications  to  the  Bureau  of  Educational 
Research,  University  of  Illinois. 


>l 


X. 


,^'versitv 


Nn/Um,°'s-u"bW 


3W12  0842230*!; 


